K.F.PA.1.a: Identify and pair words that rhyme in spoken language and text, distinguishing them from those that do not.

K.F.PA.2.a: Know words are put together to make sentences, and sentences communicate complete thoughts.

K.F.PA.2.c: Know that sounds are put together to make words and that words have distinct meanings

K.F.PA.3.a: Blend and segment separate words in spoken compound words.

K.F.PA.3.b: Add, delete, and substitute single words in spoken compound words. 

K.F.PA.4.d: Delete syllables in spoken words.

K.F.PA.4.b: Count and pronounce syllables in single and multisyllabic spoken words.

K.F.PA.4.c: Blend and segment syllables in spoken words.

K.F.CP.1.a: Recognize that texts and images represent objects and ideas, have meaning, and convey messages.

K.F.CP.2.b: Follow text from top to bottom, left to right, and turn pages from right to left.

K.F.CP.2.c: Identify the front and back covers of books and their basic elements: titles, author names, illustrator names, and graphics.

K.F.CP.3.a: Recognize that written words are made up of individual letters.

K.F.CP.3.b: Recognize that words are separated by spaces.

K.F.CP.3.c: Understand that sentences begin with capital letters and end with punctuation to indicate the end of a sentence.

K.F.CP.4.b: Name and identify each uppercase and lowercase letter in random order.

K.F.P.1.a: Identify and produce basic one-to-one phoneme-grapheme correspondences for the most frequently used sound for each consonant.

K.F.P.1.b: Identify and produce both long and short vowel sounds for A, E, I, O, U.

K.F.P.2.a: Blend letter sounds to decode simple one-syllable words, including regularly spelled high-frequency words (VC, CV, CVC).

K.F.P.2.b: Identify and decode parts of irregularly spelled high-frequency words.

K.F.P.3.a: Use knowledge of letter/sound correspondences to connect letters (graphemes) to sounds (phonemes) to encode simple one-syllable words, including high-frequency words (VC, CV, CVC).

K.F.P.3.b: Identify and encode irregularly spelled high-frequency words.  

K.F.F.1.a: Develop sight word vocabulary using decoding skills by reading regularly and irregularly spelled high-frequency words in isolation and context with increasing automaticity, including first and last names of students and others.    

K.F.F.1.b: Read familiar texts chorally with appropriate volume and rate.

K.F.H.1.a: Form all uppercase and lowercase letters.

K.F.H.1.b: Form words, including first and last names.

K.F.H.1.c: Use appropriate spacing between letters, words, and sentences. 

Phonological & Phonemic Awareness (K.F.PA)

• Rhyming (K.F.PA.1.a): Play rhyming games like “What rhymes with cat?” Encourage your child to come up with silly rhymes. Read rhyming books (Dr. Seuss, nursery rhymes).
  
  

• Words & Sentences (K.F.PA.2.a, K.F.PA.2.c): Talk in full sentences. After your child says something, repeat it back in a complete sentence. Point out that words put together make a sentence.
  
  

• Compound Words (K.F.PA.3.a, K.F.PA.3.b): Say a compound word like “snowman.” Ask, “What happens if we take away ‘snow’?” (Answer: “man”). Try adding new words: “If I put ‘book’ and ‘bag’ together, I get ___.”
  
  

• Syllables (K.F.PA.4.d, K.F.PA.4.b, K.F.PA.4.c): Clap, tap, or stomp syllables in words (“ba-na-na = 3 claps”). Practice blending syllables to say whole words.

Concepts of Print (K.F.CP)

• Books & Text Awareness (K.F.CP.1.a, K.F.CP.2.b, K.F.CP.2.c): Read aloud daily. Show your child the front and back cover, point out the title, author, and pictures. Use your finger to track words left to right and top to bottom.
  
  

• Letters & Words (K.F.CP.3.a, K.F.CP.3.b, K.F.CP.3.c, K.F.CP.4.b): Point out letters on signs, cereal boxes, or in books. Practice naming both uppercase and lowercase letters in random order. Show how words are separated by spaces and sentences start with a capital and end with punctuation.
  
  

Phonics & Word Recognition (K.F.P)

• Letter-Sound Connections (K.F.P.1.a, K.F.P.1.b): Practice letter sounds daily with flashcards, fridge magnets, or alphabet songs. Say the letter and its sound (“M says /m/”). Practice both short and long vowels with pictures or objects (apple vs. ape).
  
  

• Blending & Decoding (K.F.P.2.a, K.F.P.2.b): Help your child sound out simple words (cat, map, hop). Blend sounds slowly and then say the word fast. Point out sight words in books.
  
  

• Spelling/Encoding (K.F.P.3.a, K.F.P.3.b): Encourage your child to “stretch out” sounds when writing words. Celebrate attempts at spelling (even if not perfect). Practice writing high-frequency words like the, to, me, you.

Fluency (K.F.F)

• Sight Words (K.F.F.1.a): Make flashcards for high-frequency words. Play games like memory match or bingo with them.
  
  

• Choral Reading (K.F.F.1.b): Read simple, familiar books together aloud at the same time. Keep it fun with rhythm and expression.

Handwriting (K.F.H)

• Letter Formation (K.F.H.1.a): Practice writing uppercase and lowercase letters using pencils, crayons, or even in sand/shaving cream for fun.
  
  

• Writing Names & Words (K.F.H.1.b): Encourage your child to write their first and last name daily. Label items at home (chair, cup, door) and let them copy the words.

✅ Parent Tip: Keep practice short (5–10 minutes), playful, and part of daily routines—like reading before bed, rhyming in the car, or clapping syllables at the dinner table.